- Title
- Parents’ and teachers’ perspectives towards teaching and learning of intellectually impaired learners at the Foundation Phase in Mthatha Education Sub-District
- Creator
- Magwenshu, Tulile Angela
- Subject
- Inclusive education
- Date Issued
- 2019-09
- Date
- 2019-09
- Type
- Master's/Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/11260/6604
- Identifier
- vital:47157
- Description
- The purpose of this study was to investigate parents’ and teachers’ perspectives towards the teaching and learning of intellectually impaired learners at Foundation Phase in Mthatha Education Sub-District. This study explored the lived experiences of parents and teachers of intellectually impaired learners in this special school. It determined parents’ and teachers’ understanding of intellectual disability, the challenges they face in working with such children and strategies they use to deal with intellectually challenged learners. The research was limited to one special school in Mthatha, which is the only special school in this sub-district. The study used the qualitative research approach in the form of case study research design. The sample consisted of twelve participants, four parents of learners who are intellectually impaired and eight Foundation Phase teachers in this special school. These are some of the findings: The Education White Paper 6 on building an inclusive education and training is effective even though it is moving slowly. There has been no preparation on how it should be implemented in terms of human and other resources, knowledge and skills on special needs education. The challenges teachers face in teaching learners who are intellectually impaired include: learner-teacher ratio that is not followed, hence overcrowded classes; classroom management; lack of learner support materials; no special curriculum designed for intellectually impaired learners; confining subject matter and teachers not participating in skills development. The mechanism that were suggested to assist learners who are intellectually impaired included: equipping teachers with skills necessary for learning and teaching of intellectually impaired learners, establishing institutional level support teams, making more learning and teaching resources available, providing qualified human resources, mobilizing public support, government understanding impairment and therapists being employed (psychologists, physicians, nurses, doctors and social workers). Some of the recommendations are: conducting workshops on effective coping strategies for teachers, public awareness campaigns in communities about intellectual disability, school governing bodies working with the government to supply the school with adequate learner support materials, proper infrastructure, School Based Support Teams support service, the District taking responsibility for establishing networks that promote effective communication between learners, teachers and parents as well as with non-governmental organizations and welfare, health and justice departments and Supporting teachers on site.
- Description
- Thesis (M.Ed) -- Faculty of Education Sciences, 2019
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (94 leaves)
- Format
- Publisher
- Walter Sisulu University
- Publisher
- Faculty of Education Sciences
- Language
- English
- Rights
- Faculty of Education Sciences
- Rights
- All Rights Reserved
- Rights
- Open Access
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WSU Department of Continuing Professional Teacher Development
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Magwentshu Tulile Angela-MEd Final Dissertation 2020.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |